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THE INSTITUTE OF 
INTERNATIONAL EDUCATION 

EDUCATIONAL FACILITIES IN THE UNITED 
STATES FOR SOUTH AFRICAN STUDENTS 

PREPARED BY 

THE FEDERATION OF SOUTH AFRICAN STUDENTS 
IN AMERICA 

(issued by the institute) 




NEW YORK 
JUNE I, I92I 



The Institute of International Education 

419 West 117th Street, New York 
Stephen P. Duggan, Ph.D. 

DIRECTOR 

Mary L. Waite 

EXECUTIVE SECRETARY 



Telephone: Morningside 8491 



Cable Address: "Intered' 



ADMINISTRATIVE BOARD 



Herman V. Ames 
L. H. Baekeland 
Marion LeRoy Burton 
Nicholas Murray Butler 
Stephen Pierce Duggan 
Dr. Walter B. James 
Alice Duer Miller 



Paul Monroe 
John Bassett Moore 
Henry Morgenthau 
Dwight W. Morrow 
E. H. Outerbridge 
Henry S. Pritchett 
Mary E. Woolley 



BUREAU DIVISIONS 



Europe 
Far East 
Latin America 

Scholarships and Fellowships 
International Relations Clubs 



Stephen P. Duggan 
Paul Monroe 
Peter H. Goldsmith 
Virginia Newcomb 
Margaret C. Alexander 



REPRESENTATIVE IN SOUTH AFRICA 

Miss Florence May Snell Huguenot University College 
Wellington, South Africa 



THE INSTITUTE OF 
INTERNATIONAL EDUCATION 

EDUCATIONAL FACILITIES IN THE UNITED 
STATES FOR SOUTH AFRICAN STUDENTS 

PREPARED BY 

THE FEDERATION OF SOUTH AFRICAN STUDENTS 
IN AMERICA 

(issued by the institute) 




NEW YORK 
JUNE I, 1921 



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NOTE 

The educational institutions of the United States welcome 
the advent of students from South Africa. The administrative 
authorities are anxious that those students should not only 
have a profitable sojourn in our universities, but should retain 
pleasant associations of them. The Institute of International 
Education is therefore glad to publish this bulletin which will 
facilitate the entrance and study of these students, and enable 
them to avoid some of the obstacles to a happy orientation in 
our universities. In this way may be realized the object for 
which it exists, namely, the development of international good- 
will by means of educational agencies. 

Stephen P. Duggan 

Director 






THE INSTITUTE OF 
INTERNATIONAL EDUCATION 

Educational Facilities in the United States for 
South Africa?! Students 

INTRODUCTION 

Towards the end of 1920 a Federation of South African 
students in America was formed with the threefold pur- 
pose of— 

1. Disseminating information to South African stu- 
dents intending to pursue their studies in American insti- 
tutions concerning the educational faciHties in this 
country ; 

2. Meeting and assisting students and other South 
Africans on their arrival in this country; 

3. Maintaining South African ideals and uniting at 
least once or twice a year to celebrate a national holiday 
like Dingaan's day, etc. 

Owing to the ever-increasing amount and variety of 
inquiries from students in South Africa who wish to pursue 
their studies in this country the following pamphlet was 
drawn up by the above mentioned Federation with the 
generous assistance and under the auspices of the Insti- 
tute of International Education (419 West 117th Street, 
New York) . 

Though it is merely a general statement touching only 
the essential points like: When to come? How much will 
it cost? Can I earn my way through? Where to go? 
How long will it take me? What work done in South 
Africa is recognized here?, . . . we nevertheless hope 



Institute of International Education 



that the Information given will be of assistance and 
guidance to Intending students In their preparation for 
and choice of prospective studies in this country. 

Those desiring more detailed information will be able 
to find it In the libraries of the universities and university 
colleges; In the agricultural colleges and In the education 
departments of the four provinces and in the Union 
Educational Department. 

When to come 

The academic year of the American universities begins 
in September and ends In June. The year is usually 
divided into two semesters : (a) the winter semester which 
runs from September to February ist and {b) the spring 
semester which usually begins the very next day and 
continues till June. It is therefore essential for all South 
African students, especially undergraduates, to arrive 
here not later than the end of August so as to start in 
at the beginning of the academic year. Only in rare 
instances is it possible to fall in with advantage in Febru- 
ary in the middle of the year's work. 

During the four moiith's summer vacation which runs 
from about the middle of June, most of the larger uni- 
versities have a summer session of about six weeks during 
the months of July and August. 

Some of the far western universities open In August 
and close in May, Chicago University divides its aca- 
demic year into four quarters beginning in September 
and including the summer session. 

If a student landing In a sea-port like New York or 
Boston is unacquainted with anybody In that city who 
can meet him, he will be met by a South African at the 
docks If he sends in good time the name of the steamship 
line and of the boat and probable time of arrival to the 
General Secretary of the South African Students' 



Educational Facilities for South African Students 5 

Federation, Care of The Inter-collegiate Cosmo- 
politan Club, 2929 Broadway, New York. This is 
the Federation's permanent address. 

How much will it cost? 

Although expenses vary according to the place where a 
man studies; living being cheaper in a small university 
town than in a big city, and also cheaper in a western or 
middlewestern than in an eastern university, the least 
that a student must at present be prepared for is £joo 
per annum during his stay in America, everything except 
his ship expenses being included. 

Tuition fees in the larger universities vary from about 
$300 downward. These can be ascertained in each par- 
ticular calendar. Single rooms, rented per week, cost on 
an average $250 for the whole year in the cities and 
somewhat less in the smaller university towns like Ann 
Arbor, Ithaca, Champlain, New Haven, Princeton, etc. 
Laundry is always extra. Meals have mostly to be taken 
at the restaurants and amount to about $350 per annum. 
Some students cook their own meals and thereby decrease 
these expenses somewhat. Only rarely can board be had 
together with rooms. As an example, women studying at 
Teachers College, Columbia University, can get room and 
board for about $460 for the academic year. 

Students should note that the above figures are all 
given for a twelve-month year. When figures are given 
in the calendars for an academic year students should 
remember that that covers only about eight months. 

Students ought to locate on the map the university 
where they intend to study, so that they may get an idea 
of the number of miles of railway travel that will be 
involved. It costs almost as much to travel from New 
York to a Western university as it costs to come from 
England to America. 



Institute of International Education 



Can I Earn My Way Through? 

This becomes increasingly difficult owing to the present 
economic situation. In the past several students have 
succeeded in getting part-time work. For example, some 
who take commercial courses in the evening earn during 
the day and at the same time gain experience in practical 
business. In the long summer vacation many go out to 
work on farms and succeed in covering their living and 
travelling expenses during that time with perhaps a small 
sum to the good at the end. For those specializing in 
Education, tutoring has been a means of earning a little 
extra. There is a special demand in the schools and uni- 
versities for part-time teachers who are proficient in 
science and mathematics. Certain kinds of hospital 
work often bring in a little remuneration for medical 
students. Waiting at restaurants or helping in libraries 
have also been means of earning money. 

At all the large universities there are student employ- 
ment bureaus whose sole function is to aid students in 
this way. 

It must be remembered, however, that if a student does 
extra evening work to any great extent during the aca- 
demic year he does proportionately less college work. 
(See Credit System.) 

Lastly, it is very important for a student to remember 
that he cannot wholly rely on what he may earn. It takes 
considerable time before he gets used enough to his new 
surroundings to find any job. In every case, no student 
must \'enture to come out for study here, unless he has 
at least provided for himself financially for the first six 
months. 

How Long Will It Take Me? 

This will depend on the kind of profession or course a 
student wishes to take and on his previous education. 



Educational Facilities for South African Students 7 

The professional courses differ in their requirements as 
will be seen below under the different headings : Engineer- 
ing, Medicine, Education, etc. 

The following remarks may, however, give a general 
idea of the American university degrees and of the so- 
called "Credit System" of hours or points in a given course. 

Where it takes three years college work for a Bachelor's 
Degree in South Africa, most of the larger American 
universities require four academic years for an A.B., 
B.S., or Ph.B., one to two years extra for the Master's 
Degree (with, or without a thesis) and one and one-half 
to three or more years after the Master's for the Ph.D. — 
depending entirely upon the educational background of 
an individual candidate and upon how far he has already 
advanced in his special problem or thesis before entering 
the university. The reasons for this will be made clear 
presently. 

THE CREDIT SYSTEM 

Students from foreign countries are not a little confused 
when reading about points and credits in the American 
university calendars. Therefore, a short word of explana- 
tion may be necessary in this connection. A particular 
course in the calendar is put down as counting two or 
three or more points (or hours) per semester or session, 
as the case may be. This represents roughly the amount 
of time of work in lectures and in preparation that is 
expected to be devoted to it. A student "gets his points" 
{i. e., passes his course) if he has both attended regularly, 
done the work, and passed the examination in this par- 
ticular subject at the end of the semester. 

The average student takes about fifteen points per 
semester. This will lead him to complete the one hundred 
and twenty points that is normally required for the 
Bachelor's Degree in four years. (At the rate of thirty 



Institute of International Education 



points a year.) In some universities tuition fees are a 
fixed sum per semester; in others again, like Columbia, 
Chicago, etc., they are proportional to the number of 
points taken. In some State colleges no fees are charged 
to a student after he has been a resident in the country 
for one year. 

This system enables students to work almost at any 
rate they please within the limits of human possibility. 
Some students who do outside work to earn a living carry 
proportionally less points, and it will take them cor- 
respondingly longer to get the full number of points 
required for a degree. Other students, with ability and 
energy enough to devote every possible moment to study- 
ing, may considerably shorten their period of study by 
carrying more than the average number of points per 
semester and by attending Summer-sessions where from 
six to eight points per session may be earned. It is, how- 
ever, advisable that during the first semester students do 
not take more than the normal number of points, since it 
usually takes some time to become adapted to the new 
conditions of work. 

When, therefore, a calendar says that it requires a 
minimum of sixty to seventy-five points post graduate 
work for the Ph.D., candidates must remember that 
whatever time is devoted to the Ph.D. thesis must be 
added to the two years or m.ore; and this will vary, as 
has been said before, with the difficulty of the problem 
and the amount of work already done upon it. If candi- 
dates prefer to work on their dissertation contemporane- 
ously with their class work (as very many do) it will only 
mean that the required number of points will be spread 
out over a longer period of time than an individual puts 
in on his work. 

In the case of the higher degrees the number of points 
are given simply as a general indication of the time and 



Educational Facilities for South African Students 9 

work that will be involved. It is not prescribed in any 
sense nor in every case is it strictly adhered to. In each 
individual case it depends entirely on the general status 
of scholarship attained, and on the judgment of the faculty 
of the department in which a candidate is majoring as to 
whether he is fully qualified to proceed to the final ex- 
amination, or not. In most cases the number of points 
indicated will be a bare minimum. 

THE RECOGNITION OF SOUTH AFRICAN DEGREES 

For entrance into college the matriculation certificate 
is recognized throughout, as is the Senior Certificate in 
cases where students are going to specialize in unacademic 
fields like agriculture, domestic science, business, etc. 

When a student has a Bachelor's degree from any of 
the universities of Cape Town, Stellenbosch, South Africa, 
or the old Cape of Good Hope, he is given at once the 
status of a graduate student and allowed to proceed with 
post-graduate work. As regards the length of time and 
amount of work required for the succeeding degrees, the 
Master's and the Doctor of Philosophy degrees, it will, 
as has been said above, in every case depend on individual 
merit, the amount of work already done in the particular 
field, and whether the student has had the proper constitu- 
ent courses in his background which will warrant him to go 
on in the professional courses. Thus, for example, a stu- 
dent wishing to major in engineering must have had 
kindred subjects like mathematics, etc., for his B.A., or 
a student majoring in commerce must have had the 
required grounding in (say) history and languages as 
constituents of his collegiate work. 

As will be seen later, the entrance requirements for 
some of the professional courses are only two years of 
college work instead of a Bachelor's degree. Recognition 
of this will also depend on its being of the required prepara- 



lo Institute of International Education 

tory nature. Details of these requirements will be found 
in the catalogues of the various universities. In general 
the minimum requirement for entrance into any profes- 
sional school is two years' college w^ork or graduation from 
a French L^^cee or German Gymnasium. (N.B. It 
cannot, however, be urged too strongly that students in 
every case bring along with them their certificates, a 
detailed statement of the amount of work they have done, 
together with the calendar of the university or college in 
which they studied.) 

MEDICINE 

South African students wishing to pursue the study of 
medicine in the United States must take into account the 
regulations of the South African Medical Council regard- 
ing the recognition of foreign medical degrees. At present 
only the following American medical colleges are recog- 
nized by the Medical Council in South Africa: Johns 
Hopkins, Harvard, Tufts, Yale, Jefferson Medical Col- 
lege, Bellevue Hospital Medical College, Rush Medical 
College, University of California Medical College. Under 
the existing regulations South African students would do 
well to select one or another of the above-named institu- 
tions in which to pursue their studies. While all the 
colleges above belong to Class "A," there are a number of 
very high class "A" colleges which have been omitted, 
and it is to be sincerely hoped that the South African 
Medical Council will amend their regulations in such a 
way as to include several other institutions which afford 
excellent opportunities for the study of medicine. 

Concerning the requirements for a medical degree in 
the United States, Dr. N. P. Colwell, Secretary of the 
Council on Medical Education and Hospitals of the 
American Medical Association, writes as follows: 

"In reply to your recent request we will state that to 



Educational Facilities for South African Students 1 1 

obtain the degree of Doctor of Medicine from any of the 
reputable medical schools of the United States now re- 
quires a course of from seven to ten years, following com- 
pletion of the secondary school course. This includes from 
two to four years devoted largely to the natural sciences ; 
four years in the strictly medical sciences; and an addi- 
tional one or two years devoted to a hospital intern- 
ship. 

Attention is called, also, to the fact that about twenty 
of our leading medical schools are now limiting their 
enrolments and are matriculating only from fifty to one 
hundred students each year in the entering classes. This 
limitation is fixed since the colleges feel that the best 
medical training could not be furnished for larger classes. 

The details of the requirements for the degree are set 
forth on pages 5 to 8, inclusive, of the pamphlet entitled 
"Choice of a Medical School." Copies of this pamphlet 
have been sent to the medical college libraries in South 
Africa, as well as to all the universities and uni\^ersity 
colleges in South Africa. 

DENTISTRY 

The entrance requirement for any of the thirty schools 
of dentistry in United States of America is at least the 
completion of high school or the South African matricula- 
tion. The chief schools of dentistry are at the Universi- 
ties of Harvard, Pennsylvania, Michigan, Minnesota. 
Only the degrees of the first three are recognized in South 
Africa. 

The course leading to Doctor of Dental Surgery (D.D.S.) 
at Pennsylvania and Michigan; or Doctor of Dental 
Medicine (D.M.D.) at Harvard, requires four academic 
years df study. Harvard requires, however, one year of 
college work beyond Matriculation as entrance to the 
four year course. 



12 Institute of hiternational Education 



EDUCATION 

Most of the larger American universities like Columbia, 
Chicago, Harvard, Wisconsin, Pennsylvania, Illinois. 
Ohio State University, New York University, Yale, 
Leland Stanford, etc., have also professional schools of 
education which require four years after high school for 
the Bachelor's Degree in Education. 

Most of the South Africans, however, who come to this 
country for study in education have already graduated, 
and, therefore, we shall limit our remarks chiefly to the 
post-graduate facilities in this country. 

Much the same regulations as regards length of time, 
and amount of work required for the degrees of A.M. 
and Ph.D. dealt with on pages 7 and 8, are of application 
here. 

The post-graduate study of education has been made a 
specialty in several of the larger graduate schools of edu- 
cation like Teachers College in Columbia University and 
the Chicago, Harvard, etc., Schools of Education, where 
there are facilities for studying the subject in almost every 
phase. In the treatment of education special stress is 
laid on its practical application to school-work and to 
society, and on the actual scientific procedure involved 
in the case of specific problems. 

It is perhaps desirable that a student decide in which 
of the following fields his major interest lies: historical 
and comparative education; philosophy or psychology 
of education; administration; scientific measurement; 
statistics; supervision and class-room practice; sociology; 
vocational; teachers' training; rural; secondary, ele- 
mentary or kindergarten, etc., and select his courses 
accordingly. 

It is desirable that one who wishes to work for the Ph.D. 
have some definite problem in mind, and not come to 



Educational Facilities for South African Students 13 

study merely education In general. This will enable him 
from the start to select and correlate his courses round a 
central core in so far as they assist in and bear upon the 
ultimate solution of the problem. For the Ph.D., how- 
ever, a fairly broad basis is necessary in history, philosophy, 
and psychology of education and kindred fields as a foun- 
dation to start from. An examination on these has to be 
passed before a student is allowed to become a candidate 
for Ph.D. When he takes this examination does not 
affect the total length of time for the Ph.D. 

It is moreover desirable that students have at least 
some practical experience in teaching, a general knowledge 
of educational conditions in South Africa, and preferably 
the T. I. certificate before coming over. Experience has 
shown that such students are in a better position to dis- 
criminate between the essential and the unessential 
amongst the great variety of courses offered. Teachers 
College, Columbia University, has just announced that a 
student who has the T. I. certificate or any other post- 
graduate professional course comprising two academic 
3'ears of training in South Africa is entitled to admission 
as a graduate student at a standing equivalent to the 
Master's degree. 

A great part of the work in education involves the visit- 
ing of the largest and best schools in the city and the 
neighborhood where such students and especially those 
from foreign countries are very cordially received and 
conducted around as well as assisted in gaining whatever 
information is wanted. This has been found by foreign 
students to be exceedingly valuable. 

It is suggested that students bring no ordinary text 
books, since the libraries supply all the copies needed; 
what is wanted, however, is material dealing with South 
African education such as reports, pamphlets, etc., of 
which there is usually a great dearth here. More detailed 



14 Institute of International Education 

information will be found in the calendars of the schools 
of education in the above mentioned Universities. 

HOUSEHOLD ARTS AND DOMESTIC SCIENCE 

In connection with the schools of education like Teach- 
ers College and in many of the larger state agricultural 
colleges, specialization is made in household arts, domestic 
science, physical education, nursing and health work 
with a view to training teachers in these subjects. The 
entrance requirements are matriculation or senior cer- 
tificate, after which it takes four years, or three years 
plus summer school work, for a B.S. degree. Collegiate 
work already done in South Africa in the preparatory 
subjects is recognized provided that detailed statements 
of the same are produced. Certain certificates and 
diplomas are issued to those who have completed certain 
courses but who were unable to stay the full four years 
for the B.S. The details of the regulations and courses 
offered may be seen in the Teachers College announcement 
for the School of Practial Arts, and in the calendars of 
the various state universities. It is perhaps advisable for 
students staying a few years to attend for one session at 
least one of the larger state agricultural colleges like 
Cornell, Michigan, Iowa, Kansas, Illinois, etc., so as to 
get the subject from a slightly different point of view. 

THEOLOGY 

A first class school of theology offers a three year course 
to college graduates and confers the degree of B.D. or 
S.T.B. There are schools, however, that do not require 
the full college course for entrance. 

Certain schools of theology are denominational: An- 
dover Theological Seminary and Oberlin Theological 
Seminary (Congregational) and the Catholic University 
of America (Roman Catholic) . Some are connected with 



Educational Facilities for South African Students 15 

universities, as in the case of Princeton, Yale, Harvard, 
and the University of Chicago, while others such as 
Union Theological Seminary in New York, McCormick, 
and Drew Seminaries are independent. 

Princeton which has in the past been most frequently 
visited by South African students requires the B.A. degree 
for entrance requirement and recognizes each year of 
theological stud}^ taken in South Africa so that the 
minimum time of residence at Princeton for the B.D. 
degree is one year. One year study after the B.D. gives 
the degree of M.S.T. 

Those not having the B.A. degree but who have com- 
pleted their theological studies in South Africa may 
attend the theological courses at Princeton, and, though 
not gaining any degree may get a certificate on the work 
completed. 

For such students as have completed their theological 
studies in South Africa, Princeton has in the past given 
free tuition and free room, plus an allowance of $150 per 
annum. All that a student had to pay was $12 per 
annum for light and heat, and $5.50 per week for board. 

PHYSICAL EDUCATION 

Those wanting to be trained as teachers in physical 
education will do well to write to any of the following 
schools which are amongst the best in the country: 

The Sargent School, Cambridge, Massachusetts. This 
school requires completion of high school as entrance 
requirement. The course of training is three years but it 
gives no degree, only a diploma. 

The University of Wisconsin: high school graduate 
entrance requirement; and a four years' course leading 
to B.S. 

Teachers College: Columbia Uiiiversity, New York. 
The Department of Physical Education. Entrance re- 



1 6 Institute of International Education 

quirement high school graduation. Course four years 
leading to the B.S. degree with diploma in teaching. 
One year after B.S. or A.B. gives M.A. with major in 
physical education. Further, it is possible to get a Ph.D. 
with a major in physical education. 

Springfield, Massachusetts. Y. M.C. A. College. For 
men only. Various courses of different length and en- 
trance requirement given. A four years' stay gives the 
degree of Bachelor of Physical Education (B. P. E.). 

MUSIC 

For a student coming to the United States to study mu- 
sic, for an all-round education in the subject it would be 
well to go to some representative institution such as the 
Institute of Musical Art, 120 Claremont Avenue, New 
York, Frank Damrosch, Director; or the New England 
Conservatory of Music, Boston, Massachusetts, George 
W. Chadwick, Director; or the Peabody Conservatory of 
Music, Mt. Vernon Place and Charles Street, Baltimore, 
Maryland. Further West, is The Oberlin Conservatory of 
Music, Oberlin, Ohio. Recently Ithaca Conservatory of 
Music, Ithaca, New York, W. G. Egbert, Director, has 
come to the front as an excellent place for the study of 
violin having probably two of the finest teachers on their 
faculty. 

The musical departments of such institutions as 
Harvard, Yale, Columbia, Ann Arbor, Michigan, and 
Northwestern, Evanston, Illinois, would give fine oppor- 
tunities, especially along the line of composition. 

For a person who wishes to specialize in some one instru- 
ment, and who is already well advanced, it would probably 
be better to go to some good artist that could be found in 
cities like New York or Boston. It would, however, be 
wiser for a foreign student to get in touch with some 



Edu'cational Facilities for South African Students 1 7 

university department of music for consultation and 
advice. 

COMMERCE AND BUSINESS 

The typical requirement is a four-year course after 
high school leading to the degree of B.S. The first two 
years are generally taken up with ordinary academic 
college work; and the last two devoted to technical 
subjects designed to give general preparation for business. 

The entrance requirements to the professional business 
schools of Columbia University, Amos Tuck School, 
Dartmouth College, Wharton School, Pennsylvania, 
are generally two years college work; and Harvard 
admits only college graduates. The B.S. or M.B.A. is 
gained after two years' professional study. 

South Africans having, therefore, either two years' 
college work, or having attained the B.A. degree (which is 
perhaps preferable, since that will guarantee him en- 
trance into any business school) will be able to gain the 
M.S. in business in two to two and one-half years and the 
Ph.D. in perhaps three to four years. One who has, for 
example, the B. Com. from Johannesburg will probably 
take it in a shorter time. 

A student who has matriculation or senior certificate, or 
perhaps only one year college work behind him, may work 
for a business diploma by taking Extension Courses to the 
value of seventy-two points in the evening, and working 
during the day to gain practical experience and at the 
same time to earn a living. 

A certificate in professional accounting may also thus 
be gained through extension work in about three years 
after matriculation. 

In every case, the amount of time required will depend 
on the amount of work a student does on the outside and 
on the amount he is able to put in on his college work. 



Institute of International Education 



Columbia and New York Universities as business 
schools have the advantage of being right in the world's 
greatest commercial center, and afford unique oppor- 
tunities for practical experience. 

From the various calendars of Harvard, New York 
University, Columbia, etc., may be seen the character of 
the courses offered in business administration, banking, 
corporation finance, economics, accounting, advertising, 
salesmanship, etc. 

JOURNALISM 

This requires a four-year course after high school, and 
leads to B.Litt. or B.J. The first two years are mainly 
devoted to social science, and English. The last two 
years are devoted to such courses as reporting, interview- 
ing, editorial and feature writing, and the study of inter- 
national relationships, etc. 

Columbia is one of the best equipped and Missouri one 
of the oldest schools of Journalism in the United States. 

AGRICULTURE 

South African students wishing to study agriculture 
in the United States of America will, no doubt, be able to 
secure all the necessary detailed information by writing 
to the principals of any of the agricultural schools, or to 
the dean of the college of agriculture of either the Uni- 
versity of Stellenbosch, or the Transvaal University 
College. At all of these institutions there are at least 
several members of the staff or faculty who studied in the 
United States of America, and they will gladly furnish 
the required information. 

Agriculture is mostly the monopoly of the state univer- 
sities and land grant colleges. The typical course for the 
B.S. degree takes four years after high school. 



Educational Facilities for South African Students 19 
VETERINARY MEDICINE 

A three-years course after high school leads to the 
degree of V.D.M. Cornell requires a four-year course and 
has clinical facilities. 



REQUIREMENTS FOR ADMISSION TO AMERICAN 
SCHOOL OF FORESTRY 

(By Dr. J. W. Tourney, Dean Yale Forestry School, New Haven, Conn.) 

American schools that offer courses in forestry leading 
to a degree may be divided into those that offer a four-year 
undergraduate course leading to the degree of Bachelor of 
Science in Forestry and those that offer the degree of 
Master of Forestry for two or three years of technical 
training based upon three or four years of undergraduate 
collegiate work leading to the degree of Bachelor of 
Science, Bachelor of Arts, or Bachelor of Philosophy. 

Men from foreign countries that come to America to 
study forestry, if they desire to enter an undergraduate 
school should come here after the completion of their 
high school course or its equivalent. In this case a con- 
siderable proportion of the work required is in pre-forestry 
subjects which include mathematics, language, science 
(botany, zoology, geology, chemistry, physics) mechanical 
drawing, and economics as well as other general cultural 
subjects. As a rule less than one-half the work is in 
technical forestry. On the other hand men who come 
here to study forestry after the completion of three or 
four years of collegiate work or its equivalent in their own 
country can immediately take up their technical training 
to the exclusion of other subjects provided they ha\^e 
completed in their undergraduate work the pre-forestry 
subjects mentioned above. They can become candidates 
for the degree of Master of Forestry given after two years 



20 Institute of International Education 

of technical studies provided they have previously com- 
pleted the essential pre-forestry subjects and have had a 
minimum of three years of undergraduate collegiate 
training. Men who come with a Baccalaureate Degree 
but without the essential pre-forestry training should 
expect to remain for three years in order to complete the 
prescribed work for the Master's degree. 

As a specific illustration, if a man should come here from 
South Africa for training in forestry he can enter Yale or 
any other of the better grade of American schools as a 
candidate for the Master's degree in a minimum of two or 
three years if he already holds a Baccalaureate degree from 
a recognized institution in his own country. The degree is 
attainable in two years if he has covered all the essential 
pre-forestry subjects in his undergraduate course and in 
three years or possibly a little less if he has not. If he 
comes here without collegiate training he should not expect 
to receive the degree of Master of Forestry under a mini- 
mum of five years of collegiate work. If he comes without 
a Baccalaureate degree from a recognized college but with 
one or two years of collegiate work the time required will 
be proportionately shortened. 



APPENDIX 

The following extracts from an article on "Statistics of 
Registration of Thirty American Universities" — published 
in School and Society (January 29, 192 1), will be of 
interest to the prospective student. It should be borne in 
mind, however, that the status of any of the universities 
or departments alluded to below is not necessarily indi- 
cated by the number of students registered. 

The following table gives the enrolment of the full-time, 
part-time, and summer school students, but does not in- 



Educational Facilities for South African Students 21 

elude extension and correspondence students In some of 
those Universities : 

NO. OF 
UNIVERSITY STUDENTS 

Columbia 23,793 

California • 16,379 

Chicago 11,394 

Pennsylvania 10,579 

New York University 10,522 

Michigan 10,158 

Illinois 9,652 

Minnesota 9,565 

Wisconsin 9,506 

Ohio State 7,799 

Harvard •. . . . 7,786 

Northwestern 7,567 

Cornell 7,349 

Pittsburg 5,904 

Iowa State 5,235 

Syracuse 4,630 

Yale 3,896 

Indiana 3,585 

Cincinnati 3,523 

Missouri 3,260 

Johns Hopkins 3,203 

Stanford 3,i34 

Tulane 3,055 

Princeton 1,814 

Liberal Arts — "In enrollment in liberal arts colleges the 
University of California Is first, with the University of 
Michigan second. The size order of the ten largest is as 
follows: California, 5,671 ; Michigan, 4,574; Minnesota, 
3,283; Texas, 2,801; Ohio State, 2,715; Chicago, 2,713; 
Harvard, 2,542; Columbia, 2,456; Illinois, 2,392; Stan- 
ford, 2,208. Counting men alone Michigan this year 
takes the lead from Harvard In arts college enrollment. 



22 Institute of International Education 

with 3,039 students. The size order for me?i undergradu- 
ates of the five largest colleges follows: Michigan, 3,039; 
Harvard, 2,542; California, 2,073; Columbia, 1,752; 
Princeton, 1,735." 

Science and Engineering — "Michigan also leads numeri- 
cally in departments of science and engineering, with 2,094. 
Illinois is second with 1,583, Cornell is third with 1,487, 
Ohio State is fourth with 1,378 and Wisconsin is fifth 
with 1,249. These enrollments are considerably below that 
of the Massachusetts Institute of Technology, which is 
not included in this list." 

Medicine. — "The numxcrical order of the largest schools 
of medicifie is: New York University (not differentiated) 
535, Tulane University of Louisiana 518, Pennsylvania 
507, Michigan 491, Harvard 439, Northwestern 427, 
Johns Hopkins 329." 

Ordinary post-graduate — "In non-professional graduate 
students the order for the five largest universities follows: 
Columbia 1,267, California 793, Chicago 670, Pennsyl- 
vania 615, Harvard 540." 

Agricidture — "Ohio State has taken the numerical lead 
from Cornell in enrollment in agriculture, with 1,257 stu- 
dents. Cornell has 1,102 students; Illinois is third with 
1,073; Wisconsin is fourth with 840; Minnesota is fifth 
with 648." 

Architecture — "Courses in architecture show a steady 
diminution in number. The University of Pennsylvania 
has the largest enrollment, with 150 students; Cornell is 
second with 104; Yale has 60; Columbia and Ohio State 
have 58 each," 

Commerce — "The School of Commerce and Finance of 
New York University leads in enrollment of commerce 
students with 6,299 students (not differentiated as to full- 
time and part-time study). The Wharton School of the 



Educational Facilities for South African Students 23 

University of Pennsylvania is second with 2,211 students; 
Illinois is third with 1,732; Wisconsin is fourth with 
1,289 and California is fifth with 1,019." 

Dentistry — "The University of Pennsylvania has the 
largest dental department, with 719 students; North- 
western is second with 673; Pittsburg is third with 519; 
Michigan is fourth with 440, and Minnesota fifth with 
392." 

Education — "Teachers College of Columbia University 
continues to be far the largest school of education in this 
country. The Teachers College figure of 2,754 students 
embrace 1,535 in education and 1,219 in practical arts. 
Ohio state has 565 ; Texas 547 ; Pennsylvania 498 ; the new 
school of Education at Yale is fifth with 450 students; 
Minnesota has 429 ; Chicago 220, etc." (N.B. These figures 
include both graduate and undergraduate students.) 

Forestry — "The School of Forestry at Syracuse is by far 
the largest in the list with 275 students. Yale comes next." 

Pharmacy — "In departments of pharmacy the order of 
the five largest is: Columbia 519; Pittsburg 303; Illi- 
nois 208 ; Western Reserve 122 ; Ohio State 120." 

"Part-time students are greatest in number at the urban 
universities where opportunities- are afforded for late 
afternoon, evening and Saturday work in an increasing 
number of college subjects. The table discloses the extent 
to which the universities considered are cooperating in 
placing higher educational advantages within the reach of 
all who are qualified." 



PREVIOUS PUBLICATIONS 
1919 

Announcement of Founding of Institute, 

1920 

Bulletin No. i. First Annual Report of the Director. 

Bulletin No. 2. For Administrative Authorities of Universities and 

Colleges. 
Bulletin No. 3. Observations on Higher Education in Europe. 
Opportunities for Higher Education in France. 
Opportunities for Graduate Study in the British Isles. 

For the International Relations Clubs 

Syllabus No. I. Outline of the Covenant of the League of Nations. 
Syllabus No. II. The Past, Present and Future of the Monroe Doctrine. 
Syllabus No. III. The History of Russia from Earliest Times. 
Syllabus No. IV. The Russian Revolution. 
Syllabus No. V. The Question of the Balkans. 
Syllabus No. VI. Modern Mexican History. 

I92I 

Bulletin No. i. Second Annual Report of the Director. 
Bulletin No. 2. Opportunities for Higher Education in Italy. 
Bulletin No. 3. Serials of an International Character 
(Tentative List for Libraries) 



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Map of the United States Showing 



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FLA.> 



TiON OF One City in Each State 



DISTANCES IN MILES BETWEEN CITIES OF THE 
UNITED STATES BY LAND 

{See map enclosed) 



Cities and States 



Birmingham, Alabama .... 

Tucson, Arizona 

Little Rock, Arkansas .... 
San Francisco, California . . . 

Denver, Colorado 

New Haven, Connecticut . . . 

Newark, Delaware 

Washington, District of Columbia 

Gainesville, Florida 

Atlanta, Georgia 

Moscow, Idaho 

Chicago, Illinois 

Indianapolis, Indiana .... 

Iowa City, Iowa 

Lawrence, Kansas 

Lexington, Kentucky 

New Orleans, Louisiana . . . 

Portland, Maine 

Baltimore, Maryland 

Boston, Massachusetts .... 
Ann Arbor, Michigan .... 
Minneapolis, Minnesota . . . 

Jackson, Mississippi 

St. Louis, Missouri 

Missoula, Montana 

Lincoln, Nebraska 

Reno, iSJevada 

Hanover, New Hampshire . . 
Princeton, New Jersey .... 
Albuquerque, New Mexico . . 
New York, New York .... 
Chapel Hill, North Carolina 
Bismarck, North Dakota . . . 

Columbus, Ohio 

Norman, Oklahoma 

Portland, Oregon 

Philadelphia, Pennsylvania . . 
Providence, Rhode Island . . . 
Charleston, South Carolina . . 
Vermilion, South Dakota . . . 

Knoxville, Tennessee 

Austin, Texas 

Salt Lake City, Utah 

Burlington, Vermont 

Charlottesville, Virginia 

Seattle, Washington 

Morgantown, West Virginia . . 

Madison, Wisconsin 

Laramie, Wyoming 



New 


New 


San 


York 


Orleans 


Francisco 


Miles 


Miles 


Miles 


990 


355 


2,520 


2,601 


1,503 


983 


1,290 


456 


2,237 


3,182 


2,482 




1,926 


1,357 


1,376 


72 


1,417 


3,263 


128 


1,254 


3,137 


228 


1,144 


3,069 


1,068 


616 


3,098 


876 


496 


2,810 


2,733 


2,760 


1,194 


912 


920 


2,279 


825 


862 


2,380 


1,149 


998 


2,052 


1,382 


1,020 


1,946 


781 


664 


2,567 


1,345 




2,482 


350 


1,686 


3,410 


188 


1,184 


3,081 


235 


1,607 


3,313 


729 


1 ,064 


2,515 


1,332 


1,285 


2,101 


1,369 


184 


2,651 


1,065 


699 


2,199 


2,569 


2,269 


1,138 


1,463 


1,089 


1,928 


2,939 


2,725 


243 


320 


1,692 


3,336 


48 


1,324 


3,143 


2,298 


1,264 


1,199 




1,372 


3,191 


581 


992 


3,236 


1,767 


1,720 


1,866 


637 


945 


2,593 


1,626 


770 


2,012 


3,204 


2,746 


722 


91 


1,281 


3,100 


184 


1,530 


3,300 


739 


776 


3,119 


1,457 


1,208 


1,856 


738 


609 


2,876 


1,979 


528 


1,993 


2,442 


1,928 


823 


301 


1,673 


3,248 


343 


1,029 


2,855 


3,151 


2,931 


957 


489 


1,097 


2,792 


1,041 


1,041 


2,361 


1,680 


1,524 


1,213 



Note: The cost of traveling from New York, New Orleans or San Fran- 
cisco to any of the cities named can be estimated by multiplying the dis- 
tance given in miles by four cents. This does not include Pullman reserva- 
tion or cost of meals en route. 



ADVISORY COUNCIL 



Addams, Jane 
Alderman, President Edwin 
Ames, Dean Herman V. 
Andrews, Fanny Fern 
Biggs, Dr. Herman 
Blakeslee, Professor G. H. 
Brookings, Robert S. 
Bruere, Henry 
Bull, Dr. Carroll G. 
Burton, President M. L. 
Byrne, James 

Coolidge, Professor Archibald 
Cravath, Paul D. 
Cunliffe, Professor J. W. 
Davis, Katherine B. 
Downer, Professor Charles A. 
Ely, Professor Richard T. 
Filene, A. Lincoln 
Finley, Dr. John H. 
Fosdick, Dr. Harry E. 
Gilbert, Cass 
Gildersleeve, Dean V. C. 
Goodnow, President F. J. 
Hadley, Dr. A. T. 
Hale, Dr. George E. 
Harrington, Governor E. C. 
Hazen, Professor Charles D, 
Hibben, President J. G. 
Howe, Professor Henry M. 
Hughes, Hon. Charles E. 
Jenks, Professor Jeremiah 
Judson, President H. P. 
Keppel, Frederick P. 
Keyser, Professor C. J. 
Lovett, President Edgar 
Lowell, President A. L. 
MacCracken, President H. N. 



Mali, Pierre 

Main, President J. H. T. 
Mannes, David 
Marling, Alfred E. 
Meiklejohn, President A. 
Milliken, Professor R. A. 
Moore, Professor E. H. 
Morgan, William Fellowes 
Neilson, President W. A. 
Noyes, Professor Arthur A. 
Payne, President Bruce R. 
Pendleton, President Ellen T, 
Pupin, Professor Michael L 
Putnam, Herbert 
Richardson, Dr. E. C. 
Robinson, Dr. Edward 
Sachs, Professor Julius 
Salmon, Dr. Thomas W. 
Schwedtman, Ferdinand C. 
Severance, Mrs. C. A. 
Shanklin, President W. A. 
Shorey, Professor Paul 
Shotwell, Professor J. T. 
Shower man, Professor Grant 
Stimson, Henry L. 
Stokes, Dr. Anson Phelps 
Storey, Professor Thomas A. 
Suzzallo, President Henry 
Thomas, President M. Carey 
Todd, Professor Henry A. 
Townsend, Hon. John G. 
Vincent, Dr. George E. 
Wald, Lillian D. 
White, Professor Henry C. 
Wilkins, Professor Ernest H. 
Wilson, Professor George G. 
Woodbridge, Dean F. J. E. 



Woolley, President Mary E. 



LIBRARY OF CONGRESS 

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022 167 069 3 




